MODULE THREE: The Learning Plan

OVERVIEW: Preceptor Education >> Module Three >> The Learning Plan

After obtaining the information needed, you may find that there is more than one issue to deal with. This is common, mainly because one issue is easily identified and corrected without much effort but when there is more than one issue, there is a general consensus from you and your colleagues that something is not right. The easiest next step is to place your findings into a learning plan with your student.

The learning plan or contract should outline;

  • Learning Objective: What needs to improve?
  • Incident/Event: What was the moment(s) that demonstrated improvement is needed?
  • Strategies/Resources: What actions and resources are required to meet objectives?
  • What is to be reviewed/assessed: What is the evidence to show the objectives have been met?
  • Criteria for review/assessed: What is the evidence that will demonstrate success?
  • Timeframe allotted to meet learning objectives: Due date

The learning plan/contract is flexible enough to commence at any time in the student’s development process. They provide a strategic plan for learning that clearly links competency with learning and assessment. The plan often consist of a series of well-planned learning activities designed to meet the varied needs and learning styles of learners. It is appropriate to update the program liaison person of any learning plans initiated and open the communication between the clinical coordinator, the liaison person and the student.

The plan can be utilized and adapted to fit other interventions, such as;

  • Increase time in the placement (Supplementary Phase or Remedial Phase)
  • Student-faculty discussions
  • More observation and feedback from preceptor
  • Change in student’s schedule to allow increased practice and skill or to meet student’s learning needs
  • Peer support, counselling or therapy
  • Specific skill training
  • Modify learning objectives to more achievable outcomes

What happens when the student is un-accepting of the problems addressed?

It is suggested that you focus on professionalism issues and changing behaviours to invoke insight. Discuss possible consequences of their action and if student continues to lack insight into the problem, then consult with the program liaison person and include the student in the discussions.

What happens when the student has not met learning plan objectives?

It is our professional responsibility to recognize and identify this on the evaluation. At this point, the program liaison has already been notified and assisting the clinical coordinator with the process (you do not have to go through this alone). Together, with the student, all resources and tools will be utilized to assist the student to successfully meet program and national requirements. Keep these four points handy to reduce the temptation of procrastination and they will aid you in remaining on top of your student’s progress and success.

  • Documentation
    Review evaluations, as soon as possible, with student and compare with program and national requirements. Highlight areas strengths and improvements. Keep your own observation notes to compare and contrast.
  • Advise student and school of midterm progress
    The good, the bad and the ugly = areas of strengths and improvement
    In document form with success strategies if necessary.
  • Accurately assess practice readiness objectively
    Reward with kindness where kindness is due but remove kindness if at the expense of professional practice.
  • Consistently award a passing grade to a learner that has earned it
    If conversely is true, then remember you will not have to deal with the failing student alone.
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